Unit 1generation gap SGK11 thi diem

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#######################Date of preparation: August, 14th 2015
Date of signing: August, 17th 2015
Distributive period: 1
Date of
signing:INTRODUCTION OF ENGLISH 11A. Aims:
- Help Ss to know about the
English book grade 11 in general. (Including themes, tests, lessons etc. )
Introduce how to do an oral test, a fifteen - minute tests and a written test.
- Some requires of student to study well English.
- To help Ss have the
opportunities to develop their oral fluency.
- To introduce the theme and
units.
- By the end of the lesson, students will be able to:
+ Get
to know the topic, the theme and units.B. Preparations:
- Teacher:
Handouts, textbook, sub boards, colored chalks and lesson plan.
Students: Textbook.C. Methods: - The whole lesson: Integrated, mainly
communicative.D. Procedures:Time/Stages#Activities#Interactions##1. Warm-up 8
minutes
#Introduces herself to the studentsAsks some students to introduce

themselves:What’s your name?
Do you like English?
Do you find English easy or
difficult?
Which is the easiest, the most difficult?
reading, speaking,
listening, or writing?
Why do you learn English?
How long have you learned
English?
Are you good or bad at English?
#T <--> SsIndividually##2. Presentation
30 minutes #1. The text- book English 11- The 1st term* Unit 1- Unit 6: 8 parts
for each unit: getting started, language, reading, speaking, listening, writing,
communication and culture and looking back & project* Review 1, 2* Test yourself
1* Written tests: 6: 15’(3) 45’(2) end- term (1)
- The 2nd term: * Unit 7Unit 12: 8 parts for each unit: getting started, language, reading, speaking,
listening, writing, communication and culture and looking back & project* Review
3, 4* Test yourself 2* Written tests: 6: 15’(3) 45’(2) end- term (1) 2.
Teacher’s demand:- Read the lesson before studying in class.- Do all exercises
at home.- It is good to find the meaning and the pronunciation of the new words
in the dictionary at home.-Listen to the teacher attentively and take part in
the lesson actively and creatively.- Take part in the activities that the
teacher required such as pairs work, group work or individual- Each S has a
notebook and book (student book and work book) Books* Text - book English 11*
Work - book English 11At home:* Prepare for the new lessons: content,
structures, words and phrases, pronunciation* Revise the old lessons + do all
the homeworkAt class: * Participate in all activities* Keep the discipline#T <-> Ss##3.Consolidation5 minutes
# Students’ assessment What do you find your
English?

Very good/ excellent:Good: Average:Bad:Very bad:- Give feedback.#T <-->
Ss##4. Homework2 minutes
#- Prepare Unit 1: The generation gap
Lesson1: Getting started#T <--> Ss##E. Experience:
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............................................Date of preparation: August, 14th
2015
Date of signing: August, 17th
2015
Distributive period: 2
Date of signing:
Unit 1
the generation
gapLesson 1
Getting startedA. Objectives: 1. Language focus- To help
learners get started with some language items in Unit 1- For vocabulary, that is
words and phrases related to the generation gap and family rules, as well as
some compound nouns.- For pronunciation, that is strong and weak form of words
in connected speech.- For grammar, that is the use of some modal verbs: should,


ought to, must, have to.2. Skills- To help learners get started with 4 skills in
Unit 1.- Reading: Reading for specific information in an article about the

generation gap.- Speaking: Talking about parent-child relationship problems, and
offering advice on how to solve them- Listening: Listening for specific
information in a conversation between two teenagers about conflicts with their
parents.- Writing: Write a letter about family rules to a teenager staying with
a homestay family3. Attitudes- To help Ss get started for Unit 1 with the topic
"the generation gap"- To provide Ss some motivationB. Preparations:
Teacher: Handouts, textbook, lesson plan, pieces of papers and cassette.
Students: Textbook C. Methods: - The whole lesson: Integrated, mainly
communicative.D. Procedures:Time/Stages#Activities#Interactions##1. Warm up
5
minutes
#Lead inAsk Ss to read the box and inform the class of the lesson
objectives- Vocabulary- Pronunciation- Grammar- Skills- Communication and
Culture#T <--> Ss##2. New lesson15 minutes10 minutes12 minutes#Activity 1:
Listen and read- Tell Ss that they are going to listen to a conversation in the
school library between two friends: Sam and Ann- Play the recording- Ask Ss
listen to the recording and read the conversation.- Ask them to pay attention to
highlighted words and phrases.+ extended family+ nuclear family+ childcare+
generation gap+ table manners+ viewpointActivity 2: Read the conversation
again. Decide whether the statements are T or F- Ask Ss to work individually and
finish the task- Ask them to exchange their answers with a partner.1. F
2. F
3. T
4. F
5. T Activity 3: Complete the
definitions by filling highlighted compound nouns in the gapsAsk Ss to work
individually and finish the taskAsk them to exchange their answers with a
partner.1. A nuclear family
2. A generation gap3. A viewpoint
4. Childcare5. Table manners

6. An extended family Activity 4:
Find other compound nouns in the conversation.As Ss to work in groups and finish
the task- Ask Ss to work in small groups- Give feedback on Ss’ presentations
Keys:
grandparents
grandma
grandpa
grandmother
hairstyles
housework
footsteps
Activity 5: Find verbs used to express duty, obligation, advice or lack of
obligationAsk Ss to work in groups and finish the task+ Opinion and advice:
should, shouldn't, ought to, ought not to+ Duty and obligation: must, have to+
Lack of obligation: not have to, not need toActivity 6: Ask and answer the
questionsAsk Ss to work in pairs and finish the task+ Nuclear family: have
closer relationships with each otherless generation gapsworry about childcare+
Extended family:- more help from family members- not worry about childcare- more
conflicts and generation gaps#T <--> SsWhole classIndividuallyT <--> SsGroup
workT <--> SsPair work##3.Consolidation2 minutes
#- Ask Ss: What have you
learnt today?
What can you do now?
- Summarize the main points of the lesson.#T
<--> Ss##4. Homework1 minute#- Ask Ss to learn by heart the words or phrases
related to the wedding ceremony - Prepare for the next lesson.#T <--> Ss##E.
Experience:
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.........................Date of preparation: August, 14th 2015
Date of signing: August, 17th 2015
Distributive period: 3
Date of
signing:
Unit 1
the generation gap
Lesson 2
LanguageA. Aims and Objectives: 1. Language focus- To provide
learners some language items in Unit 1- For vocabulary, that is words and


phrases related to the generation gap and family rules, as well as some compound
nouns- For pronunciation, that is strong and weak form of words in connected
speech- For grammar, that is the use of some modal verbs: should, ought to,
must, have to2. Skills- To promote Ss to develop the skill of working in pairs
and groups3. Attitudes- To encourage Ss to work harder- To
provide Ss some motivationB. Preparations:
- Teacher: Handouts, textbook,
pieces of papers, lesson plan and cassette.

- Students: TextbookC.
Methods: - The whole lesson: Integrated, mainly communicative.D. Procedures:
Time/Stages#Activities#Interactions##1. Lead-in 3 minutes
#- T informs the
class of the lesson objectives: Getting to know compound nouns, weak form and
strong form of words and modal verbs: should, ought to, must, have to.#T <-->
Ss##2. New lesson8 minutes7 minutes10 minutes14 minutes#A. Vocabulary:Activity
1: Matching to form compound nounsAsk Ss to do the tasks and compare the results
with their partner * Key: 1. g
2. h
3. i
4. f
5. c
6. b
7. a
8. d
9. e Activity 2: Complete each question with
one of the compound nouns in 1- Introduce and explain the requirement of this
activity.- Set a time limit for completing the activity- Encourage Ss to
exchange their answers with a partner to see if they understand the contexts and
meaning of each sentence.- Ask Ss to do the tasks and compare the results with
their partner. - Elicit answers from the whole class and give more explanation
to help Ss understand correctly, if necessary. * Key: 1. hairstyle/table
manners
2. generation gap
3. nuclear family
4. junk food
5. schoolchildren2. PronunciationActivity 1:
Listen and repeat- Ask Ss to read the box and check their understanding.- Play
the recording and let Ss listen.- Play it again with pauses for them to repeat

each sentence. Which word is stressed in a sentence?
+ content words: n, v, adj,
adv+ negative auxiliaries+ question word+ demonstrative pronouns: this, that,
these, those without nouns+ possessive pronouns - Tell Ss to listen and repeat
sets of words.- Ask Ss to pay attention to the stress words.- Ask Ss to work in
pairs and take turns reading these words in columns and in rows.- Invite
individuals Ss at random to read the words. Correct them, if necessary. Activity
2: Listen and checkAsk Ss to read the sentences, decide whether bold words are
stressed or unstressedPlay the recording and let Ss listen and check.* Key:
1. A: strong
B: weak
2. A: weak
B: strong
3. A: weak
B: strong- Ask Ss to listen
to the sentences and practice saying them correctly- Check if Ss have marked the
stress correctly and let them practice in pairs saying these sentences- Invite
some Ss to read these sentences in front of the class and correct mistakes, if
there are any.2. Grammar:Activity 1: Underline the correct word- Ask Ss to read
the box and check their understanding- Ask them to do the task then compare
their answers with a partner's * Key:
1. should
2. ought to
3. must
4. have to
5. mustn'tActivity 2: Rewrite the sentencesLet Ss
finish the task and compare their answers with their partner's * Key:
2. You
mustn't use your mobile phone in the examination room3. I don't have to type my
essay4. You should tell the truth to your parents5. Young people must plan their

future career carefully #IndividuallyPair workPair workT <--> SsWhole classPair
workWhole classIndividualSs <--> ST <--> Ss
Ss <--> SsIndividuallyT <--> Ss
##3.Consolidation2 minutes
#- Ask Ss: What have you learnt today?
What can
you do now?
- Summarize the main points of the lesson.Expected answers:+ I can
use: - Compound nouns
- Weak form and strong form of words
- Modal verbs: should, ought to, must, have to#T <--> Ss##4. Homework1 minute#T asks Ss to do exercises again at home.- Prepare for the next lesson.- Complete
Exercises in workbook.#T <--> Ss##E. Experience:
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......................... Date of preparation: August, 20th 2015
Date of signing: August, 24th 2015
Distributive period: 4
Date of
signing:
Unit 1

the generation gapLesson
3
ReadingA. Aims and Objectives:
- To teach Ss to read for
general ideas and for specific information about the topic of conflicts in the
family and do tasks: answer the questions and discuss.
- To teach Ss some
words and phrases related to the topic of conflicts in the family.
- By the
end of the lesson, students will be able to:
+ Read for general ideas
and for specific information about the topic of conflicts in the family.1.
Language focus- To provide learners some vocabulary related to conflicts.2.
Skills- To promote Ss to develop their reading skills- Skim the text to get the
general idea- Scan the text to get some specific details3. Attitudes- To
encourage Ss to work harder- To provide Ss some motivationB. Preparations:
- Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
- Students: Textbook C. Methods: - The whole lesson: Integrated, mainly
communicative.D. Procedures:Time/Stages#Activities#Interactions##1. Warm up
8
minutes
#- Ask Ss to answer the question: (?
) Are there any conflicts between
you and your parents?
- Lead Ss in the lesson.#T <--> Ss##2. New lesson12 minutes
12 minutes10 minutes#Activity 1: Guessing- You are going to read a text about
the conflicts between parents and their teenager children. Which of the
following may be found in the text?
Let Ss work in groups, do the task Activity
2: Read the text quickly and check your predictions in 1- Let Ss skim the text,

then check their predictions- Ask Ss to read the questions. Help them to
understand the sentences if necessary- Get Ss to look at the options and
predict the answers based on the answer options given and Ss’ background
knowledge - Set a time limit for Ss to read the text and answer the questions Ask Ss to exchange their answers in pairs or groups and encourage them to
discuss the reasons for their options if necessary- Ask Ss to read the text
again to see if they still find it difficult to understand any part of the
reading text and assist them if necessary- For stronger class, ask Ss to
summarize the main content of the reading and present their summaries to the
whole class *Key: b
c
d
e
fActivity 3: Matching- Match the highlighted words in the text with the
definitions belowLet Ss look at the highlighted words again, then do the task
individuallyAsk Ss to compare their answer with a partner 1. afford
2. impose
3. brand name4. norms
5. conflicts *
The aim of this activity is for Ss to reflect on their experience and express Tell Ss to work in pairs - Have Ss read the questions and practice asking and
answering them- Encourage Ss to give reason to support their opinions- Ask
several Ss to report what they learn about their partners from their discussion
in pairs .Activity 4: Read the text carefully then answer the questionsPut Ss in
pairs, ask them to ask and answer the questionsLet Ss read the text again and
locate the parts of the text where they can get the answers.*Key: 1. Because
they strongly believe that they know what is best for their children2. They want
to be more independent, create their own opinions and make their own decisions3.
They are worried because these clothes may break rules and norms of society, or
distract them from schoolwork4. They want their children to spend their time in
a more useful way5. No. Some of them try to impose their choices of university
or career on their children#Group workT <--> SsPair workT <--> SsPair workT <-->

Ss##3.Consolidation2 minutes
#- Summarize the main points of the lesson#T <-> Ss##4. Homework1 minute#- Ask students to learn by heart the new words.Prepare for the next lesson.#T <--> Ss##E. Experience:
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.........................Date of preparation: August, 20th 2015
Date of signing: August, 24th 2015
Distributive period: 5
Date of
signing:
Unit 1
the generation gapLesson 4
SpeakingA. Aims and Objectives:
To teach Ss to talk about conflicts in the family.
- To teach Ss to practise
sharing and giving responses to new information.
- To provide learners some
vocabulary related to the topic of conflicts in the family
- By the end of
the lesson, students will be able to:

+ Express their opinion about
conflicts in the family.+ Perform their viewpoints to other people in real
life.B. Preparations:
- Teacher: Handouts, textbook, lesson plan and
pieces of papers.
- Students: Textbook C. Methods: - The whole lesson:
Integrated, mainly communicative.D. Procedures:
Time/Stages#Activities#Interactions##1. Check up
8 minutes
#- Ask some Ss
to talk about the conflicts between parents and children.- Feedback#T <-->
Ss##2. New lesson8 minutes13 minutes13 minutes# Activity 1:- Read about the
three situations facing teenagers. Match them with the problems a, b or c in the
box below- Ask Ss to do the task then compare the result with their partner.Ask Ss to do the task individually and then check their answers in pairs.
Encourage Ss to explain their choice*Key: 1.b
2. c
3. a Activity 2: - Here are some of the things teenagers and parents complain
about. Tick the complaints that you hear in your family- Let Ss do the task then
compare the result with their friend.- Let representatives from different groups
to go to the board and give their presentations.My children:- watch too much TVdon't help with housework- dress badly and have ugly hairstyle- spend too much
time on their mobile phones and computersMy parents:- don't respect my privacycriticize my appearance- want me to follow in their footsteps- always tell me
what to do- don't like my friend- Call several groups at random to report their
viewpoints Activity 3: - Work in pairs. Tell your partner what you or your
brothers/sisters and your parents complain about. Give advice on how to solve
the problem.- Let Ss work in pairsA: What kind of conflict do you get into with
your parents?
B: Well I don't like the way my parents criticizing my appearance.
They don't like my jeans and T-shirt. What should I do?
A: I think that your
parents are true to some extent. You shouldn't wear Jeans and T-shirt when you

are at school or formal party. However, they are OK if you go out with your
friends or on other occasions. And you should tell your parents about thatB:
Thanks, I'll try.- Ask them to practice in pairs as the example- Move around to
assist or listen to different pairs to detect errors /problems-Give feedback on
Ss’ performance: e.g. Pronunciation, ideas, using body language, turn-taking.#
IndividuallyT <--> SsGroup workT <--> SsGroup workSs <--> Ss##3.Consolidation2
minutes
#- Summarize what they have learnt by asking Ss some questions:What
have you learnt today?
What can you do now?
- Suggested answers:+ Know more about
conflicts in the family.+ Give a mini-talk about conflicts in the family.+
Giving problems, asking for advice, giving solutions#T <--> Ss##4. Homework1
minute#- Ask students to learn by heart the expressions.- Prepare for the next
lesson.#T <--> Ss##E. Experience:
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......................... Date of preparation: August, 20th 2015
Date of signing: August, 24th 2015
Distributive period: 6
Date of
signing:
Unit 1
the generation gapLesson 5
ListeningA.

Aims and Objectives:
- To teach Ss listen for specific information
about the topic of conflicts and differences.
- To provide learners some


vocabulary related to the topic of conflicts and differences.
- To help
Ss develop the skill of working in pairs and groups
- By the end of the
lesson, students will be able to:
+ Listen and do the tasks.
+
Develop the listening skills for specific details.
+ Talk about the
topic of conflicts and differencesB. Preparations:
- Teacher: Handouts,
textbook, pieces of papers and cassette.
- Students: Textbook C. Methods:
- The whole lesson: Integrated, mainly communicative.D. Procedures:
Time/Stages#Activities#Interactions##1. Check up
7 minutes
#- Ask some Ss
go to the board and ask and answer about conflicts in their family.- Feedback#T
<--> Ss##2. New lesson13 minutes13 minutes9 minutes#Task 1: - You are going to
listen to Tom and Linda discussing their conflicts with their parents. What do
you think they will mention?
Ask Ss to work in pairs, discuss the questions- They
may talk about conflicts of watching TV/playing computer games too much;
hairstyle; clothes and not helping with the housework Task 2: Match the words in

the box with the appropriate definitionsAsk Ss to do this task in pairs.Have Ss
listen to the CD for the first time and try to note down the information that
helps them to check their answers- Ask Ss to share with their friends to see if
they have the same answers or not- Let Ss listen to the CD for the second time
and try to note down information they didn’t understand for the first time Elicit answers from Ss and ask them to give clues to their answers - Let Ss
listen again and pause at certain places if necessary to help Ss hear the
information they need.*Key: 1. D
2. A
3. B
4. CTask 3: - Listen to the conversation. Decide if the following sentences are
T or F.- Play the tape twice- Ask Ss to share their prediction in pairs- Elicit
Ss’ predictions- Let Ss listen to the recording, do the task then compare the
answer with their partner- Elicit Ss’ answers and give them the correct ones.
Key:
1. F
2. F
3. T
4. T
5. TTask 4: - Listen to the conversation again and choose the best answer A, B,
or C- Ask Ss to listen again and do the task then compare the answer with their
partnerKey:
1. C
2. A
3. B
4. C
5. BTask 5: Work with a partner. Ask and answer the following questionsAsk Ss to
work in pairs, ask and answer the questions.Keys: 1. No, they don't. They think
that my clothes are colorful and not suitable for a student.2. I think that
computer games help me to relax after hard work but my parents disagree. They
think that computer games are totally harmful.#Pair workT <--> SsPair workT <-->

SsIndividuallyT <--> SsSs <--> SsPair work##3.Consolidation2 minutes
#- Ask
Ss to consolidate the main contents.- Ask Ss: What have you learnt today?
What can you do now?
#T <--> Ss##4. Homework1 minute#- Prepare for the next
lesson.#T <--> Ss##E. Experience:
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......................... Date of preparation: August, 30th 2015
Date of signing: August, 31st 2015
Distributive period: 7
Date of
signing:
Unit 1
the generation gapLesson 6
WritingA.
Aims and Objectives:
- To teach Ss to write about the family rules.
- To teach Ss to develop ability to think in a logical way when rearranging
sets of jumbled paragraphs to form a well-structured text.
- By the
end of the lesson, students will be able to:
+ Learn about
the family rules.
+ Write about the family rules of the

Vietnamese people.
+ Develop the writing skills in general.
Build up vocabulary supported for writing. B. Preparations:
- Teacher:
Handouts, textbook, lesson plan and pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.D. Procedures:
Time/Stages#Activities#Interactions##1. Warm up
5 minutes
#- Inform Ss of
the lesson objectives: Writing about the family rules of the Vietnamese people.#
T <--> Ss##2. New lesson12 minutes10 minutes15 minutes#Task 1: The following are


some family rules. Complete them, using the phrases below. Add a few more if you
can.- Ask Ss to work in pairs and do the task- Set a time limit for this
activity and assist Ss if necessaryKeys: 1. My parents do not let me go out late
at night.2. They make me help with the household chores.3. They tell me to keep
my room clean and tidy.4. They warn me not to tell any lies.5. They want me to
prepare carefully for all my exams.6. I am not allowed to play computer games.
7. They forbid me to use a cell phone.8. I have to finish all my homework before
going to bed.9. I'll
be punished if I neglect my study and get bad marks.10. I'll be rewarded if I
get good marks.Task 2: Read the list in 1 again. Choose the three most important
rules that your parents often apply to you. Think of the reasons and write them
in the spaces provided- Ask Ss to do the task, then compare the result with
their partner.- Draw Ss’ attention to the instructions and questions- Get Ss to
work individually to find the answer- Ask them to practice in pairs- Call on a
few Ss to report the answersKeys:1. One important rule in my family is that I
have to help around with the housework and other home duties. This will give my

mother more free time to relax, teach me lessons about my responsibility and
make my family members closer to each other.2. Another important rule in my
family is that my parents want me to take my study seriously. I'm expected to
finish all my homework before going to bed and prepare carefully for every exam
at school. I will I'll be punished if I neglect my study and get bad marks but
I'll be rewarded if I get good marks.3. The third important rule in my family is
that I am not allowed to tell lies. Whether I make a small or serious mistake,
my parents make me to tell the truth so that they can know everything about me
and help me to solve the problem.Task 3: An English teenager is going to stay
with your family for two months on a cultural home stay programme. Complete a
letter to inform him/her of the rules in your family- Ask Ss to do the taskDraw Ss’ attention to the instructions. - Point out to Ss how to write a letter.
- T goes around and gives help, collects common mistakes for later correction.Collect 5 paragraphs to mark in class so that all Ss feel the need to do the
task.- Walk around and offer help if necessary.- Get students' answers and
comments. - Get some outputs to highlight and comment and correct the possible
mistakes of students. - Give feedback on these papers Keys:Pham Ngoc Thach, Dong
Da, Ha Noi, Viet NamFebruary, 10th, 2014Dear Lauren,I'm very happy to know that
you'll be staying with my family for two months. We live in a four-bedroom flat
on the 15th floor. You will have your own bedroom for your stay here.You asked
me about our family rules. There are three important ones that we must follow.
One important rule in my family is that every member of the family has to keep
his or her room tidy. My brother and I have to make our beds every morning, and
clean the floor and windows twice a week.Another important rule is that my
brother and I must be home before 10 p.m. My parents are very strict and believe
that setting a curfew with help us become responsible, and stay safe and
healthy. The third important rule is that we mustn't invite friends to stay
overnight. This is not only our family rule, but also the rule for all people
living in the building.If you have any questions, please let me know. We will
try our best to make you feel comfortable during your stay with us.I hope you
will enjoy your time in VNLooking forward to meeting youBest WishesHa #T <--> Ss
Pair workT <--> SsIndividuallyPair workT <--> SsIndividuallyT <--> Ss##3.

Consolidation2 minutes
#- Ask Ss to consolidate the main contents.- Focus on
the form of a biography- Ask Ss to complete the writing at home and collect- Ask
Ss: What have you learnt today?
What can you do now?
#T <-->
Ss##4. Homework1 minute#- Write the text again at home.- Prepare for the next
lesson.#T <--> Ss##E. Experience:
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..................................................Date of preparation: August,
30th 2015
Date of signing:
August, 31st 2015
Distributive period: 8
Date of signing:
Unit 1
the generation gap
Lesson 7
Communication and
cultureA. Aims and Objectives:

1. Language focus
- To provide learners
some communication samples and cultural items
2. Skills
- To promote Ss
to develop their communication skills and cultural understanding
- To help Ss
develop the skill of working in pairs and groups 3. Attitudes
- To encourage
Ss to work harder
- To provide Ss some motivation
- By the end of the
lesson, students will be able to:
+ Understand and communicate about
communication skills and cultural understanding
+ Talk about the
advantages and disadvantages of living in extended or nuclear family.B.
Preparations:
- Teacher: Handouts, textbook, lesson plan and pieces of
papers.
- Students: TextbookC. Methods: - The whole lesson: Integrated,
mainly communicative.D. Procedures:Time/Stages#Activities#Interactions##1. Warm
up
5 minutes
#- Inform the class of the lesson objectives: Further skill
development #T <--> Ss##2. New lesson19 minutes18 minutes#1. Communication:
Activity 1: Work in groups. Practise asking the following questions and take
notes of their answers- Ask Ss to do the task- Call on some students at random
to perform their work in front of the whole class.- Give feedback on their
performance.I live in a nuclear/an extended family.Living in a nuclear family

has both advantages and disadvantages. On the one hand there are only two
generations in a nuclear family so there will be less conflicts and generation
gaps. On the other hand nuclear families have to face with the problem of
childcare and elderly careLiving in an extended family brings about both
advantages and disadvantages. For advantages, members in extended families often
help each other a lot with child care, elderly care and housework. Children can
also learn a lot of experiences from the elderly. For disadvantages, extended
families often have a lot of conflicts and generation gaps. Activity 2: Report
your groups' opinions to the class- Each groups give the representative to
report their opinions- Call on several Ss at random to report what they have
learnt about their partner, and then give feedback.2. Culture: The return of
the extended families in the UK and the USAActivity 1: Read the following text
about the coming back of the extended families and answer the questions- Ask Ss
to work in pairs and do the task.- Ask several pairs to ask and answer the
questions.*Key:1. The number of multi-generational households with three or four
generations living under the same roof2. Unemployment, part-time work and lowpaid jobs have become more common. The cost of housing has become higher. The
pressures of childcare and elderly care have become heavier3. The disadvantages
are the lack of space, independence and privacy, and the daily conflicts4. They
can develop relationships with adults other than their parents.5. Old people can
become more active when interacting with the younger generations.Activity 2:
Discuss with a partner- Ask Ss to work in pairs and do the task.1. The current
family trend in VN is the increase in the number of nuclear families2. The
reasons for this is the influence from Western cultures, busy lifestyle and the
depletion in the traditional customs3. Yes.#Group workT <--> SsIndividuallyPair
workT <--> SsPair workT <--> Ss##3.Consolidation2 minutes
#- Ask Ss to
consolidate the main contents.- Ask Ss: What have you learnt today?
What can you do now?
#T <--> Ss##4.Homework1 minute#- T asks Ss to learn the
structures and vocabulary.- Prepare for the next lesson.#T <--> Ss##E.

Experience:
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.........................Date of preparation: September, 5th 2015
Date of signing: September, 7th 2015Distributive period:
9
Date of teaching:
Unit 1


the generation gap
Lesson 8
Looking back and project
A. Aims and Objectives:
- To help Ss pronounce revise what they have learned
in unit 1.
- To teach Ss some lexical items related to the generation gap.
- To give them a chance to do a small project in which they can develop their
speaking skills
- By the end of the lesson Ss are able to:
+ Use the stressed words in connected speech correctly.
+ Use some key
words of the topic generation gap.
+ Do the exercises on
modal verbs.B. Preparations:

- Teacher: Handouts, textbook, pieces of
papers, lesson plan and cassette.
- Students: TextbookC. Methods: - The
whole lesson: Integrated, mainly communicative.D. Procedures:
Time/Stages#Activities#Interactions##1. Homework
5 minutes
#* Checking- Ask some Ss to go to the board talk about Mahatma
Gandhi and other famous volunteers.- Feedback.- Speak out their ideas and
opinions, knowledge that they have learnt in Unit 1. #T <--> Ss##2. New lesson
17 minutes20 minutes #Pronunciation:Activity 1: Identify the stressed words and
put a stress mark before their stressed syllables in the following statements.
Listen and check your answer- Play the recording and let Ss listen and do the
task.- Ask Ss to tell the differences in stress patterns of the words that have
the same spelling, but belong to different parts of speech- Play the CD once and
ask S to put the mark before the stressed words.- Let them listen again if
necessary- Ask Ss to check their answer with other classmates- Elicit answers
from the whole class - Let Ss listen again and pause to help them to notice the
stress of the target words*Key:
1. Tim and his parents often argue about
what time he should come home.2. Money is a source of conflict for many
families.3. Susan's parents want her to do well in school, and if that doesn't
happen, her parents get angry, so she gets worried.4. Kate's parents often
complain that she doesn't help clean the house.Activity 2: Identify the stressed
words and put a stress mark before their stressed syllables. Listen and check
your answers.1. A: At what age were you allowed to stay at home alone?
B: I
don't remember exactly. I think it was when I was nine or ten.2. A: These jeans
look really cool. Would you like to try them on?
B: No, I don't like them. I
like those over there.3. A: Do you think life is safer in the countryside?

B:
Yes, I do. It's also cleaner. Vocabulary:Activity 1: Fill in the gaps with the
words/ phrases from the box- Let Ss do this vocabulary exercise in pairs or
groups of 4- Ask Ss to work on their own first.- Then ask Ss to compare answers
with a partner to see if they have the same answer- After that, elicit answers
from the whole class and correct the wrong ones*Key: 1. nuclear family
2. generation gap3. homestay
4. conflicts
5. curfewActivity 2: Can you find other compound nouns with the word family?
Ask Ss to find the compound nouns. - Ask them to do the activity to reinforce
these grammar points.- Check the answers with the whole class and explain any
points if necessary* Key: nuclear family
extended family
one-parent family
single-parent familyfamily name
family tree
family doctor
family rulesGrammar:Activity 1:
Complete the following sentences with should or ought in their positive or
negative form- Elicit the use of modal verbs from Ss.- Ask Ss to work
individually and then exchange with others*Key: 1. ought
2. shouldn't, ought
3. shouldn't
4. oughtn't, should
Activity 2: Complete the following sentences with must/mustn't or have to/ has
to and don't have to/ doesn't have to- Ask Ss to work individually and then
exchange with others*Key: 1. have to, has to
2. mustn't
3. must
4. don't have toProject:Students do the

survey in PROJECT in groups at break time. Teacher design the form and students
hand in the results in written form as assignment.#IndividuallyT <--> SsPair
workT <--> SsIndividuallyT <--> SsPair workT <--> SsIndividuallyPair workT <-->
SsGroup work##3.Consolidation2 minutes
#- Ask Ss to consolidate the main
contents.- Ask Ss: What have you learnt today?
What can you do
now?
Expected answer: Learn more about: - Words and phrases related to the
generation gaps and family rules, as well as some compound nouns- Stressed
words in sentences.- The use of some modal verbs: should, ought to, must, have
to#T <--> Ss##4.Homework1 minute#- T asks Ss to learn the structures and
vocabulary.- Prepare for the next lesson.#T <--> Ss##E. Experience:


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